 The Clarinet BBoard
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Author: DavidBlumberg
Date: 2004-09-14 17:06
Got an E-mail from a students mom who wanted to stop lessons for 6 weeks due to her son being overscheduled. He plays in 2 (TWO) Soccer leagues and since entering high school this year is just 'stressed' by having to prepare for lessons.
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My reply was:
He is every other week! If he had lessons weekly I would understand going to every other week, but stopping altogether (6 weeks) is not a good solution to his overscheduling. If several students of mine did that I wouldn't be able to continue teaching. He can have the time off, but there's no way that I can reserve his time for that long.
Is there any other solution that you can come up with?
David B.
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Suggestions? What would you do/reply? ( 'passion for music something that she doesn't want to '''soil''' by him being so overscheduled' )
I ended up writting them and suggesting that we do some lessons with just sightreading so that his preparation level won't stress him (for a few weeks).
Post Edited (2004-09-16 01:12)
Post Edited (2004-09-16 03:12)
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Author: Anon
Date: 2004-09-14 18:12
Well, obviously soccer is his big thing, more so than the clarinet or else he'd figure out how to at least practice a little. I have many students who are overscheduled (IMO) and I can only do what I can do with what they bring me; sometimes they bring me more than other times! I do agree with her that many students have a hard time adjusting to high school that first semester until they learn good time management skills.
That being said: I wouldn't reserve that spot for him for 6 weeks if you have a waiting list or someone else who wants that time. I had a mother a few years ago who wanted a particular time to start at the end of the marching season (end of November in OH). I told her I couldn't simply "hold" that spot for her since this is how I make my living. She chose to pay me during that time period the same as she would for lessons, simply to have that particular time slot at the end of November. I think, however, that most parents wouldn't do that. Ironically, her kid had no talent or practice ethic whatsoever so it didn't really matter whether she studied with me or with someone else: the outcome would have been the same!
It's too bad that the kid feels guilty though - it would be a shame if he started hating music because he was just too stressed out to deal with all of this! Keep us posted as to what you both decide! Good Luck!
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Author: msloss
Date: 2004-09-14 18:33
I have several students myself that signed off for the Fall term because of m-band, sports, jail, whatever. I do not as a policy hold slots. I fill in my schedule and then students that return mid-term get what is left, if anything. I treat my date book the same way for gigs. A bird in hand is worth two in the bush.
The only time I would consider making an exception is if I really like the student and think that he/she has potential that needs to be developed.
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Author: Ed
Date: 2004-09-14 18:43
Unfortunately, many parents/students today over schedule their lives and then ask those around them to make accomodations. (I wish my place of employment could be so accomodating!) They often treat things as if they eating at a buffet and sampling a bit of everything. I'll wager that most everyone who reads this board has to make choices in his/her life.
I have often found it funny that this type of parent will tell you that their child has had not been practicing, but that it is VERY important to them! Often what they do and say don't jive. A few years ago, I found it very painful to cut loose a private student who I had worked with for many years, who was a very good player, but who who had just become so overbooked with other activities to prepare for lessons.
It seems to me that the "passion" he has for music is certainly not found in the commitment. For me, I would find it necessary to communicate to the parent that there needs to be a regular commitment made to the clarinet studies. If not, it is pointless to continue. I agree, from a monetary standpoint you need to have the income. As anon suggests, they could pay to hold the slot, but I am afraid that you might only have a casual student once he returns as it doesn't seem to hold a high enough place on the list of priorities.
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Author: Dee
Date: 2004-09-14 18:49
I agree. Don't hold the slot but let her know he is welcome to return and simply will have to choose from whatever slots are available at that time.
One of the posters mentioned the parent paying for the slot to reserve. Well that would work but there are very few who would do so. But it reminds me when my older daughter was taking lessons. Her teacher taught year round with no summer break (other than a one or two week vacation). A student who wanted the summer off would simply have to take pot luck in the fall. What I did was decide to take the lessons myself to resurrect my own rusty skills while my daughter was spending the summer at her Dad's as required by the divorce settlement. So the daughter had a spot to return to in the fall and I resumed the clarinet and joined the local city band. Everyone benefited.
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Author: DavidBlumberg
Date: 2004-09-14 18:53
The student is 1st chair (Sax) in his Jazz Band (7th and 8th - now in 9th so it's a new ballgame).
I want to keep him, but I don't want leftovers from a too busy sports season.
It's like they are trying to bail out of their overcommitment by axing one of the most important activities he does as "6 weeks won't make that much of a difference".
I see it as a work ethic problem.
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Author: theclarinetist
Date: 2004-09-14 18:53
I've had a few students in similar situations. If it is a scheduling issues (aka - they can't find a time to come to a lesson) that is one thing, but if it is a practice issue (aka - they don't have enough time to practice a lot), I often offer to change the "curriculum" a little bit.
Some kids aren't going to be all-state players or virtuosos, and some people who have the potential to do so just don't care enough. With the kids in the latter category (no practice time), I offer to just use the lessons for light stuff like sight-reading duets and maybe just help with band music, as opposed to the more time-consuming technical and solo work that I might normally assign. This way they can at least keep playing a little bit and have a good model. Some teachers seem to get snotty about "we are going to do things my way, or no way at all". However, if your choices are ligthen up the load or lose the student all together, I think the first is preferable. Hopefully if you can keep their interest up a little bit, they'll still be interested when their schedule opens up and they can take on more music. Obviously it's a judgement call. If the student is just being lazy, then I would try to push them. If it is a legitimate time-management problem, then I will try to be as accomodating as possible. Plus (from a business standpoint) you get paid the same whether you are sightreading out of a Voxman book or coaching solos and rose etudes!
As far as holding the lesson spot, I agree not to make any promises. I might "try" to save it, as in not actively fill it unless I had to, but I wouldn't turn a new student away because the spot was "saved".
DH
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Author: Hank Lehrer
Date: 2004-09-14 18:55
Hi David,
As commented on above, you can't hold open a schedule time (unless they want to pay you for it). This is just like a guaranteed tee-time; use it or whatever - you paid up-front.
Personally, I'd be gracious and explain the situation and tell the parent that you hope that you will have the student again sometime and hope he does well with his activities. I'd lose very little sleep over this one!
I suspect that you are not going to teach the student or the parents anything that will change the way that they are currently "managing" their child's life/schedule. The old expression "Don't get into a wrestling match with a pig; the pig will love it and all you'll do is get dirty" may be appropriate.
HRL
PS With 42 years of HS and college teaching, there is nothing that surprises me when dealing with students and parents.
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Author: DavidBlumberg
Date: 2004-09-14 19:00
Yup - highly likely that his time will get filled pretty quickly, but I want to keep the student if possible. He's always been 1st chair and probably still will be, but the take "some time off when overscheduled" is not cool to me.
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Author: GBK
Date: 2004-09-14 19:04
Music and high school sports don't mix.
Never have, never will.
The (overachieving) parents have made their choice.
Move on - there will always be other students.
BTW - The kid probably has a better chance getting money for college playing soccer, than playing clarinet ...GBK
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Author: Ron Jr.
Date: 2004-09-14 19:29
David,
As everyone here knows, mastering a musical instrument requires dedication. In my opinion, in order to see steady progress on the clarinet one must practice at least an hour a day on weekdays and at least 4 hours on Sat & Sun. If one can't put in this time then they will be able to coast by, but steady, solid improvement is really out of the question.
This student obviously has alot on his plate. However, with "the reality of his schedule" there is obviously no room for clarinet. If clarinet were really important to him then he would reschedule his other activities around clarinet.
I agree with your response. My teacher only takes dedicated students. Students who put in the time necessary achieve results. Granted not everyone can improve all the time and there are plateau periods. But the forward sense of progress must be evident.
But what really gets my goat how your special talents, knowledge, and time are portrayed as being disposable: as if your knowledge is some kind of tap can be turned on and off as needed.
Focus your talents on those students who show dedication.
Ron Jr.
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Author: CPW
Date: 2004-09-14 22:15
There is an emphasis on being a "Jack/Jill of all trades." Usually called "well-rounded."
It allows the kid to cram a lot of stuff onto his/her college entrance resume.
It is like a menu: (Declaration....NOT necessarily my opinion, just what might be construed)
Pick 2 from column A....Sports...the biggie!
(Cheerleader might also qualify here)
One from column B.....socially relevant activity (Tutoring, mentoring, community service, scouts. etc)....shows that you care!
One from school spirit stuff ....school paper, class prez.....shows spirit.
One from sciences....computer club.....I am geeky enough to be smart, but NOT too smart to be a geek
One from arts.....ballet, chorus, orch, music lessons....shows sensitivity and talent, or good taste.
See where clarinet fits in??? ....but ahead of..........
....too clutzy for sports, not musical enough for the class show. then join the Marching band? Sure!
Ok the vermiform can is open for biz.
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Author: mkybrain
Date: 2004-09-14 22:34
i have just as much work as he has to do, and i still have 2-3 hours of my day left, which i spend worrying about college, most if not all practicing my clarinet, watching TV(sometimes i do this while practicing, long tones for instance), or taking lessons. I don't do sports however. I guess that would have to be the one factor that hurst, i did do sports my freshman year, and i quit because i didn't have enough time for music.
Post Edited (2004-09-14 22:34)
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Author: DavidBlumberg
Date: 2004-09-14 22:59
uh, it's the sports which are the problem. That's why he wants the time off.
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Author: mkybrain
Date: 2004-09-14 23:06
i guess u've got one less student then
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Author: DavidBlumberg
Date: 2004-09-15 00:36
never a problem - will be filled if it happens, but I don't want to loose this student
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Author: GBK
Date: 2004-09-15 00:58
David... Frankly, I'm a bit surprised that in all the years you've taught privately (perhaps not as many as me, but still, I'm sure a good number) you haven't run across this situation before.
For me, I see it at least once a year with my older students.
Once they reach 9th grade, clarinet often takes a back seat to numerous activities.
Most eventually come back, some do not.
Such is life...GBK
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Author: hans
Date: 2004-09-15 01:04
David,
Re: "I don't want to lose this student", when I read the letter at the beginning I got the impression that you weren't being given much choice about that. The fact that they wrote instead of phoning made my nonsense alarm go off.
It's difficult when you care about your students, but IMO it's time to move on to someone for whom having you as their teacher has higher priority.
Hope it works out in your favour.
Regards,
Hans
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Author: bill28099
Date: 2004-09-15 01:12
I find this thread very interesting and would like to see more feedback from people on how much practice does it take. When I was a kid I practiced 1 hour EVERY day and played one hour at school. By the time I was a senior in high school I was practicing 2 hours EVERY day and playing another 2. After a 42 year musical void I have been practicing about 2 hours per day and am now back in the 10th grade after one year. My question is, how many hours does it take?
I estimate that I spent about 3000 hours in practice by the end of my Sr. year in high school and maybe 1800 hours playing in groups. So 4800 hours makes you 1st chair in the HS Band and principal of the local small town symphony orchestra. What have you experienced?
A great teacher gives you answers to questions
you don't even know you should ask.
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Author: DavidBlumberg
Date: 2004-09-15 01:27
GBK - I've taught for over 20 years
And have always had a waiting list - at 21 yrs old I had over 50 private students.
My problem is that I care too much and it bugs me.
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Author: DavidBlumberg
Date: 2004-09-15 01:34
The amount of time practicing to attain a level also has to do with the individuals talent level.
I've had extraordinary students who could learn in 3 days what it would take a talented student over 2 weeks to learn.
I started Clarinet in 7th grade - by end of 8th grade was beating players who had played for 6-7 years (high school jr's and seniors)
Was that from practice? No, it was from natural ability combined with practice (about 1.5 hrs a day)
In college I practiced 3 hours a day MAX - more often I did about 2.5 as I went for efficiency, not man hours. I played in a lot of ensembles so was playing more like 6-8 hours a day, but my own study was 2-3 hours.
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Author: bill28099
Date: 2004-09-15 03:05
Now there is an interesting concept. It takes a normal person at least 5X the effort to achieve the same musical goal as the talented individual. I'll buy that.
I always thought there were 3 kinds of musicians. Ones that were talented but didn't work too hard, ones that were not talented but worked hard and then the ones who had both talent and work ethic. The later being the ones who ended up making a living in music.
A great teacher gives you answers to questions
you don't even know you should ask.
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Author: mkybrain
Date: 2004-09-15 12:53
I play in Jazz band(1 hour), symphonic band(1 hours) and if you can count it, marching band, which is from 1-2 hours of playing, the rest practicing other physical things. I come home and take about an hour break and then practice for 2 hours, 3 hours homework willing, then I do home work. So I can get anywhere from 5-7 hours of playing. However I never practiced in 9th grade and rarely practiced in 10th. Though I've caught up pretty well. I would like to practice more but there just isn't time with the homework. I'd be up till 12 0'clock at nite doing homework if i were to get in 4 hours of practice.
And yes, there was a huge massive dramatic difference between my 9th and 10th grade years(which i didnt practice) and my 11th and presently senior year on my ability to play all kinds of music.
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Author: DavidBlumberg
Date: 2004-09-15 13:07
Any more than 3 Hours private practice to me is a waste of time.
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Author: clarnibass
Date: 2004-09-15 14:18
I have to diagree with most people. I think talent doesn't have much to do with it, almost only practice. What I mean is that even if you are very telented you will not be great if you don't practice A LOT.
How and what to practice is just as important as how much you practice. I totally disagree with David that practicing more than 3 hours is a waste of time. If you feel you can practice more than 3 hours and you want to, it WILL be good. I personally physically can't play for that long, so I do it with long breaks.
For example, John coltrane used to practice about 7-8 hours a day. Benny Goodman also practiced pretty much all the time, and if he wasn't practicing he was playing (which is also a form of practicing). I have a friend who is easily one of the best pianists I've heard and he practices about 4-6 hours a day, and around 7 and more before concerts. Look at every great musician in history, I doubt any of them practiced less than 4-5 hours a day at some point (for a long period). I guess it all depends on what your goals are.
Post Edited (2004-09-15 14:23)
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Author: Sylvain
Date: 2004-09-15 14:55
To come back to the initial topic.
Unfortunately, I am not sure the kid made the decision to be part of all these sports and ensembles. The parents definitely should force him to take on less activities. Kids need to relax.
We have classes and homework, 2 soccer teams, one footbal team, Marching band and possibly Jazz Band. At this age a kid needs at least 10 hours of sleep. Does he ever hang out?!
If you care for the kid and you think he really cares for music take him back. Let the parents know however than lessons at this stage are more important than marching band and that maybe 2 soccer teams is a bit much...
-S
--
Sylvain Bouix <sbouix@gmail.com>
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Author: DavidBlumberg
Date: 2004-09-15 15:14
Clarnibass - talent has a lot to do with it.
And Charlie Parker used to practice 13 hours a day for 3 years.
But there still is the law of diminishing returns. A pianist can go a lot longer than a Clarinetist - and a Pianist who doesn't practice at least 5 hours a day while a performance major undergrad is considered "lazy".
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Author: Mark Charette
Date: 2004-09-15 15:19
DavidBlumberg wrote:
> a Pianist who
> doesn't practice at least 5 hours a day while a performance
> major undergrad is considered "lazy".
Then a few working concert pianists and violinists that I personally know were lazy all through conservatory studies. Wonder how they got their paying gigs ...
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Author: Don Poulsen
Date: 2004-09-15 16:14
We can only accept that the student is overly busy because we have no concrete evidence otherwise. It is quite possible that he is forced into choosing to cut out or cut down on some activity. The activity that the student chooses to cut down on is entirely his choice. Although we may consider music lessons to be important, only he can set his own priorities, which may not agree with ours.
On the other hand, David Blumberg needs to make a living and has the right to give the time slot to someone else, should someone be available to take it. He also has the right to point out what he considers to be a mistake on the part of the student.
So, regarding the original post, I see nothing to criticize in either party involved.
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Author: JessKateDD
Date: 2004-09-15 16:16
I used to go through what you are dealing with. A few years ago I decided I needed to redefine "good" and "bad" students. Good students come to lessons every week; bad students do not. My students are expected to make lessons every week and pay for missed lessons. So in your situation, I would let them know that I understand they cannot come, but I should not be punished financially. I would expect them to pay for the missed lessons. If they will not do that, then they need another teacher. I prefer a mediocre student who takes 50 lessons a year to a talented one who takes 30.
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Author: clarnibass
Date: 2004-09-15 16:47
I will go back to the original subject as well.
JessKateDD makes some good points, if you are a factory. I think a music student and their teacher should have a better relationship than 'come, learn, pay, leave'. When I had to cancel a lesson with my old teacher, she returned it on a different day and time.
David, I wouldn't even suggest the idea of paying for that period he will miss. You should tell him it is fine if he wants to stop for now, although you don't recommend it, but you can't guarantee that you will be able to take him back.
My question is, what will be so terrible if you save his spot for those 6 weeks? You said you would rather keep this student which is good, and shows you care. If you really want him to continue study with you, and you can't convince him, then try to do things in a way you will be able to accept him back in 6 weeks. I am sure it's possible if you want.
I don't know how things are in the USA (I'm assuming you are from the US) but here it's not so stricked, and believe me it's much harder to find students here.
Hope it goes well.
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Author: Pappy
Date: 2004-09-15 18:41
> Music and high school sports don't mix.
>
>Never have, never will.
>
>The (overachieving) parents have made their choice.
>
>Move on - there will always be other students..
>
>
>
I completely agree with this! Our youngest son is 14 and in the 9th grade. He is a serious violinist and a fairly good soccer player. We sat down and discussed this a year or so ago saying that at this stage in his life he needs to make a choice about what the focus will be. After a certain age you can't split your focus that way. He chose to focus on music but plays some soccer and basketball in the summers.
As far as "what is the harm in holding the spot?". David is being asked to fore-go 6 weeks of income for the convenience of the student. That hardly seems equitable. When similar things happen with a student I have, if there is a spot when they call back, I normally would take them back. But if they aren't paying me, we don't actually have a professional relationship any longer. I also have a "agreement" that must be agreed to by the parents when we start, that includes agreements about cancellations, paying for missed lessons etc.
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Author: LeWhite
Date: 2004-09-15 22:37
I hope his mother knows you broadcast her email across the internet. I'd leave if I were her now too!
__________________
Don't hate me because I play Leblanc! ![[down]](http://test.woodwind.org/clarinet/BBoard/smileys/smiley23.gif) Buffet
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Author: Mark Charette
Date: 2004-09-15 22:41
LeWhite wrote:
> I hope his mother knows you broadcast her email across the
> internet. I'd leave if I were her now too!
I wasn't thinking about that, but now that you mention it, Dave! Shame on you! Even redacted (and you did miss the student's name in one place) that was a personal email to you, not one for public dissemination. I've deleted it in it's entirety.
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Author: DavidBlumberg
Date: 2004-09-16 00:47
Lewhite - you mean that I shouldn't tape the note up on my studio wall with a message below saying "this is not how to endear your teacher" ??
;)
Actually I do understand that I shouldn't post an e-mail but did remove all (thought I did at least!!) of the offenders names from the note. The intent was to ask some other teachers about what they did yearly when this crap comes about. Each and every year it's the same old story......
Post Edited (2004-09-16 03:16)
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Author: DavidBlumberg
Date: 2004-09-16 12:29
----------------------------------
I have to diagree with most people. I think talent doesn't have much to do with it, almost only practice. What I mean is that even if you are very telented you will not be great if you don't practice A LOT.
----------------------------------
Clarnibass - I do agree! Charlie Parker said in an interview w/ Dick Cavett "practice is like putting a shine on a good pair of shoes".
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Author: allencole
Date: 2004-09-16 16:21
I agree that the best course of action is to leave the door open, but not make any reservations.
There is definitely a growing trend towards treating music lessons as just another thing on the menu, and that it is yet one more area where the customer is always right. And, as with the rest of this field, there is often enough competition from part timers and college students to see that this is the case.
My attitude is this: When students turn up their nose either at regular study, or at some essential element in that study, this is generally a signal that they are either going to be unproductive or will soon quit altogether. Not good either for them or me. The best thing that I can do for myself is to let them go to my competition.
It's also important to understand that most middle class parents have no clue whatsoever about the self-employed. They get steady paychecks, paid vacations, and medical benefits and as such are likely to act like you are an employee of some larger institution, just as secure as they are, and there to serve the customer at his own specifications.
In this respect, I find my average kids to be much more spoiled than my rich kids, and more rural and inner-city schools to be less appreciative about the availability of lessons.
Example: I just got off the phone with a mother to whom I offered a 6:00 lesson for a kid who gets out of band practice NEXT DOOR at 5:30. She can't decide whether it's worth a half-hour wait for her kid to get a lesson that he could walk to in 5 minutes from school--meaning that she only has to pick him up, not drop him off. If she responds back, I will probably offer her 6:30 instead. Background: She wants lessons because the kid doesn't practice and she thinks that the lessons will make him do so. Think there's a connection? <g>
I actually get more respect in the more upscale areas where people better realize what I do, and how much I'm doing it for. To most people in my own economic class, I'm just another fixture at Wal-Mart.
Allen Cole
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Author: DavidBlumberg
Date: 2004-09-16 18:51
Allen - yes, it's really unfortunate that some just don't appreciate what they are getting. It's almost always the ones who haven't had anyone else as a private teacher too.
The ones who have come to me from another have always been most appreciative as they know what they have.
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Author: DavidBlumberg
Date: 2004-09-16 21:11
Just had the lesson - the student is going to go for 30 minutes for the next 5 lessons instead of the 45 min. regular time. We are going to work on sightreading, etc.
Worked out fine and the mom appreciated me going to bat for the lessons.
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Author: Melissa
Date: 2004-09-17 00:04
2 soccer leagues? Oh poor kid! He should see my schedule!
I'm in grade 12 worrying about applying to university while still applying for a million scholarships. Plus I have a full school time table.
At lunch I'm either at music council - I'm vice president, star (students together against racism), smile - which I'm president for (students making individual lives excellent), yearbook, leadership, or jazz band - I'm first alto sax.
After school I work 4-6 sometimes I work weekends. I have concert band (1st alto sax), Youth Orchestra (1st clarinet), Clarinet Lessons, theory lessons, physio, I play in 1-2 semi professional musicals a year, and I practice 1 hour a night and 2-3 hours on weekends (that does not include practicing sax and flute). I also am an Honour student with an 85-90% average.
If this person really cared they would find time somewhere.
If I can anyone can.
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Author: DavidBlumberg
Date: 2004-09-17 04:26
Around here the Honor Students get 93-100% or they catch hell.
Litterally over 80% of my students get straight A's
I know I sure didn't!
But then again, I didn't care
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Author: allencole
Date: 2004-09-17 07:52
I'm right there with you, David. Most kids I teach care far more about their academics than I ever did.
Allen Cole
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Author: DavidBlumberg
Date: 2004-09-17 12:32
And I think that the competition for Colleges is a lot harder now than when we were kids too.
Academically speaking, not for music
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Author: supernova_khr
Date: 2004-09-18 09:16
We've had to do the same thing from time to time...take off a few weeks or more. Actually, last year, we had to stop lessons during marching season, as marching band practice was 16 hours a week. If my son was going to do homework, there literally was no time to get enough practice in for his lesson to do any good. I never expected the teacher to hold a spot for my son, but we've always gotten back with the same teacher, but possibly on a different day, or a later time. My son has been going to him for over 4 years. On the flip side, we've also been accomodating for the teacher when he wanted to take a summer off. I do understand the issues involved with teachers being self-employed (often) and them needing to keep their schedules full. However, sometimes academics just are more important than the music lessons, and we've got to take a break. If there comes a time when my son's current teacher won't be able to take my son back after a break, it won't be hard to find another teacher. Our area (with a major state university in town that has a large music education program) is full of instrumental teachers.
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Author: Hank Lehrer
Date: 2004-09-18 12:10
Hi,
Kay, you are the voice of reason here pointing out that there are concessions to be made on both sides in most teacher/pupil/parent triangles.
David has stated that the student is a fine player. We also know that in the fall, with the beginning of school complete with marching band, athletics, coupled with the crush of academics, that time is short and the demands are great.
As the old song says "When an irresitable force meets an immovable object, somethings got to give." As I implied earlier, the teacher can be gracious and lose the battle but win the war.
I'd not lose much sleep over this, work with the parents/student on some sort of accomadation, and fogetaboutit!
HRL
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Author: DavidBlumberg
Date: 2004-09-18 12:42
Leon Russianoff told me in a private lesson that "students need to take 50 lessons per year" - not the 30 or so that the school year gives.
It was at an ICA Convention and he was telling me tips about private teaching and running a studio.
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Author: DavidBlumberg
Date: 2004-09-18 12:44
Summer is a huge time to quickly advance a player as they don't have the academic stress/time pressures which are during the school year.
Kay - to be fair to the teacher you probably should have had your student continue the lessons and work on sightreading as a possible solution. That way the student is still developing an area which doesn't require advance work. Of course sight-reading should be done by the student at home on a very regular basis, but the teacher would I'm sure have some great material at his studio that you wouldn't have at your home.
Fair weather students are not good students to have.
Post Edited (2004-09-18 13:52)
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Author: allencole
Date: 2004-09-19 07:39
I agree with Russianoff, and have taught plenty of productive lessons with students who haven't practiced. (but who do know their scales and arpeggios) The time off really does deflate their progress. Right now, I'm only in a position to teach 38-40 lessons per year for year-round students.
Students who take the summer off only get 32 if they have perfect attendance. While I have my studio set up to treat Fall/Spring and summer sessions as separate entities, I still think that kids to take the summer off--or who study summer-only--really do fall by the way.
One possible convenience scheme. We have one local studio (non-clarinet) where 39 lessons per year are sold. The teachers are available 50 weeks per year with 2 weeks' vacation. Students have a choice of which lessons they'll miss, depending on their needs. Payment is quarterly.
As for myself, when my students are getting the day off, I want it off TOO! Even so, I wish that I could get those kids 45-50 weeks in the studio purely for reasons of effectiveness.
Every time a kid goes slack, there' s a good chance that they'll fall by the wayside.
Allen Cole
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Author: DavidBlumberg
Date: 2004-09-19 10:18
Alan - yup. When Leon said that it was right out of the blue too. We weren't talking about student attendance at all - but he did bring up that the summers shouldn't be taken off by students. I had told him that I was teaching about 50 private students.
Post Edited (2004-09-19 10:58)
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Author: diz
Date: 2004-09-19 23:59
Honestly, what would I do? Drop the student, no skin off my nose.
Without music, the world would be grey, very grey.
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Author: Meri
Date: 2004-09-20 23:02
For me, it depends on the level of the student’s playing. For example, a high school student I taught was playing at a much lower level than most of my students 2 or 3 years younger, yet she was missing lessons for all kinds of reasons. She said that she was determined to do well in her class, but her complete lack of lesson consistency was one reason I had to dismiss her. However, a student who is already playing at a high level, knows how to work indpendently, and you know for sure is not going to be a music major I would tolerate inconsistent lessons. I do not, however, hold slots for students who take lessons on an irregular basis.
My experience is that when students ask to take a break for a few weeks, they usually don’t come back. I had the problem of a 12-year-old student who clearly overextended herself (see the following discussion: http://test.woodwind.org/clarinet/BBoard/read.html?f=1&i=146422&t=146422) , and once lessons were supposed to start again, her parents did not return my phone calls or emails. They had three more lessons left, but never even used them! Which I think is sad, because she was thinking about going to an arts high school after Grade 8 and was a real keener on the clarinet. Have you had other problems with this student’s parents? If you have, I would drop them. Don’t keep bad students, because you won’t attract good students if you do.
This is why I’ve gotten into the habit of asking what other activities the student is doing, and when they are doing before I start lessons with the student. It also helps me in terms of rescheduled lessons.
Meri
"There is a difference between being flat and sounding in tune, and being in tune but sounding flat. The first I can live with; the second I cannot."
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Author: DavidBlumberg
Date: 2004-09-20 23:04
Well, it's about time to close this thread and let it drop like a big rock.
Bye bye thread!!!
Post Edited (2004-09-23 01:54)
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The Clarinet Pages
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